International Journal of Education Research and Reviews

International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 4 (2), pp. 619-626, February, 2016. © International Scholars Journals

Full Length Research Paper

Assessment of the quality of training of non-formal education facilitators in the south-south political zone of Nigeria

*¹Shehu Bukar Gana, ¹Ibrahim Yuguda and Mansur O. Idris²

¹Department of Adult and Continuing Education, Niger Delta University, Bayelsa, Nigeria.

²Department of Curriculum and Teaching, Ahmadu Bello University, Zaria, Nigeria

*Corresponding Author Email: [email protected]

Accepted 25 November, 2015

Abstract

In pursuance of the search for best practices in the execution of development agenda, the training of quality non-formal education (NFE) facilitators has been identified as an important agent for social engineering, community development and economic emancipation. The South-South political zone of Nigeria is a socially and economically backward environment. Which quality of NFE facilitators are turned out in this zone which may advance the cause of development? A self-designed evaluation model, named Biao’s non-formal education performance model, three research instruments and eight research questions were relied upon in the process of data collection within four of the six States making up the South-South political zone. The data were analysed using frequency distribution, means and percentages. Findings revealed that although education policy makers in the south-south zone, showed an understanding of the possible positive impact of non-formal education on development, they exhibited a dearth of information about adult and non-formal education; it was further found that there existed no NFE facilitators’ training institutes within the South-South zone and tertiary institutions’ academic departments of adult and non-formal education were too few to impact meaningfully on the population of this zone; additionally, it was found that the NFE facilitators’ training programmes run in only four academic departments of adult and non-formal education in the zone did not reflect the concerns of the millennium development goals; Although, 30 of the 35 trainers of NFE facilitators found to exist within the South-South zone at the time of this study were formally trained in the area of adult education, these trainers currently run defective facilitators’ training programmes to produce NFE facilitators for the zone; the South-South then was found to lack NFE facilitators both in qualitative and quantitative terms; unless urgent specific steps were taken, the South-South therefore cannot be seen to benefit in a foreseeable future from an enduring development legacy. Consequently, it was recommended that a South-South non-formal education summit whose aim will be to further sensitize and conscientize education policy makers about the development potentials of non-formal education should be held as a matter of urgency; also core adult and non-formal education courses which currently exist within training programmes for facilitators should be reviewed regularly and concerns of the millennium development goals should be made to reflect within NFE facilitators’ training programmes.

Keywords: Quality education, non-formal education, Nigeria’s south-south zone; development.

International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 4 (1), pp. 585-592, January, 2016. © International Scholars Journals

Full Length Research Paper                                                                   

Problems of headteachers in the implementation of AIDS education in secondary school curriculum

*Mohammed Nkaissery, Sospeter Mwaura and R. E Dida

Department of Educational Management and Foundations, Kenyatta University, Nairobi, Kenya.

*Corresponding author Email: [email protected] 

Accepted 08 June, 2015

Abstract

Globally, the impact of Human Immuno-deficiency Virus (HIV) and Acquired Immune deficiency Syndrome (AIDS) is one of the major challenges to all sectors of the society. In Kenya, HIV and AIDS was declared a national disaster in 1999. By 2003, the pandemic was given special attention by the Ministry of Education and the school curriculum was reviewed to integrate AIDS education. The purpose of this study was to investigate challenges facing headteachers in the implementation of AIDS education in secondary school curriculum in Busia, Bunyala and Samia Districts and find out how they were coping. Specifically, it focused on challenges in induction of teachers, provision of teaching and learning materials, supervision and evaluation of the teaching of AIDS education. Descriptive survey research design was used in this study. The study population was 56 headteachers, 423 teachers and 9784 students in 56 secondary schools in Busia, Bunyala and Samia Districts. The study sample consisted of 19 headteachers, 141 teachers, and 978 students in 19 secondary schools. Stratified random sampling technique was used to select the sample. Data was collected by questionnaires, interviews and document analysis. The data from closed ended questions was analyzed using descriptive statistics such as means and percentages and data from interviews and open ended questions were transcribed and organized into themes and sub-themes, categories and sub-categories as they emerged. The study found that in the implementation process the main challenges experienced were intricacies in integration of AIDS education in the curriculum, lack of specific objectives for AIDS education, time limitation, bureaucracy in securing learning materials, stigmatization, inadequate curriculum materials, negative cultural practices, legal issues pertaining to confidentiality and increased demand for performance. In coping with these challenges, the headteachers used the guidance and counseling personnel, sourced for funds from Non-governmental organizations and government agencies. Based on the findings, the study concluded that in spite of lack of objectives for AIDS Education the headteachers have the teacher personnel and the infused components of AIDS education which they should exploit on for successful implementation of AIDS Education. The study recommended that the Ministry of Education needs to incorporate specific objectives for AIDS Education in the curriculum to facilitate efforts in implementation. The findings of this study may be useful to the policy makers in realizing the challenges facing implementation of AIDS education in the districts; headteachers to discover successful strategies for implementation; and in providing baseline information for further research in the fight against HIV and AIDS in Busia, Bunyala and Samia Districts.

Keywords: Challenges, Headteachers, Implementation, AIDS Education, Busia, Bunyala and Samia Districts, Kenya.

International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 4 (2), pp. 603-605, February, 2016. © International Scholars Journals

Full Length Research Paper

Self-Efficacy and test anxiety as correlates of academic performance

*Nenadi U. Turia, Atiku k. B. and Attahiru Bello Usman

Department of Psychology, Ahmadu Bello University, Zaria, Nigeria. E-mail: [email protected]

Accepted 17 June, 2015

Abstract

The study examined self-efficacy and test anxiety as correlates of academic performance among 249 undergraduate students of a university in Eastern Nigeria. General Self-efficacy Scale and Westside Test Anxiety Scale were used to assess self-efficacy and test anxiety respectively, whereas average score of students in two psychology degree courses were used to assess their academic performance. Results showed a significant positive correlation between self-efficacy and academic performance (.24, p < .001) and a significant negative correlation between test anxiety and academic performance (-.43, p< .001). Also, regression analysis showed a significant model emerged, F _2,246 =31.32, p<. 001. Self-efficacy significantly predicted the variability in academic performance ß = .151, p < .01, and equally, test anxiety proves to be a significant predictor of the variability in academic performance, ß = -.390, p < .001. Given the observed high correlation between self-efficacy and test anxiety in academic performance, the author is concerned that the observed high prevalence of examination fraud in Nigeria may not be unconnected with students’ low appraisal of their capability in academic context, and therefore recommends programs that will facilitate gains in self-efficacy as well as confident posture in approaching examinations.

Keywords: Self-efficacy, test anxiety, academic performance, university students, Nigeria.

International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 4 (1), pp. 593-602, January, 2016. © International Scholars Journals

Full Length Research Paper

Training of new teachers in public primary schools in Kenya: A case study of Bungoma East and North Districts

*Mohammed Nkaissery, Sospeter Mwaura and R. E Dida

Department of Educational Management and Foundations, Kenyatta University, Nairobi, Kenya.

E-mail: [email protected]

Accepted 05 June, 2015

Abstract

This study investigated induction needs of beginning teachers in public primary schools in Bungoma East and North districts, Kenya. The study used descriptive survey research design. The study population consisted of 228 head teachers, 228 deputy head teachers and 238 beginning teachers in 228 public primary schools in the two districts. Proportionate stratified sampling was used to sample 204 head teachers, 204 deputy head teachers and 113 beginning teachers. Two instruments were used for the study. These were questionnaires and in-depth interviews. Qualitative data was transcribed and analyzed on an on-going process as themes and sub-themes emerged. Quantitative data was analyzed by use of descriptive statistics inform of percentages, frequency counts and means. The findings of the study showed that beginning teachers should be inducted in the following areas; knowledge of school policies; how to adapt rapidly in new work environment, classroom management; operation of team work and time management. It was also found out that there was need to hold induction seminars regularly and enhance consultations and designation of experienced teachers as mentors to the beginning teachers. Based on the findings of the study, it was concluded that induction needs of beginning were many and needed to be addressed through seminars and mentoring. The study recommended that experienced teachers should work as a team; mentors to have regular consultations and the Ministry of Education to restructure the schools organizational systems to cater for individual needs of beginning teachers for effective induction of beginning teachers.

Keywords: Beginning teachers, Bungoma East and North Districts, induction needs, primary schools, Kenya.

International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 4 (2), pp. 627-639, February, 2016. © International Scholars Journals

Full Length Research Paper

The evaluation of Eskisehir Osmangazi University foreign languages department based on instructors’ opinions

*¹Harun Davutoğlu, ¹Toeman Bilge Yilmaz and Nuri Gedik²

¹Department of Foreign Languages, Istanbul University, Istanbul, Turkey.Turkey

²Faculty of Education, Pamukkale University, Denizli, Turkey

*Corresponding author E-mail: [email protected]

Accepted 08 October, 2015

Abstract

This study aimed to investigate the effectiveness of the English preparatory program based on instructors’ opinions at Eskisehir Osmangazi University Foreign Languages Department and to obtain their recommendations concerning how to improve the program. The participants of the study were 27 instructors who taught at the department in 2006-2007 academic year. In this study questionnaire technique containing Likert type questions to get some personal opinions was applied and opinions about the program were obtained via interview technique. The quantitative data was analyzed with frequency and percentage and the qualitative data was analyzed with descriptive analysis techniques. The findings of the study stated that the instructors were content with the program, the program was successful in teaching English and achieving the objectives, the evaluation process was carried out properly and the program met the needs of the students. On the other hand, the instructors also pointed out that the physical conditions of the prep school were not satisfactory and school-based in-service training programs were required for professional development.

Keywords: Foreign language teaching, English preparatory program, curriculum development, curriculum.